id: 06597669
dt: j
an: 2016d.00689
au: Eberle, R. Scott
ti: “I don’t really know how I did that!”.
so: Teach. Child. Math. 21, No. 7, 402-411 (2015).
py: 2015
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: G90 M80
ut: tiling; geometry; open-ended problems; tesselations; mathematics and art
ci:
li: http://www.nctm.org/Publications/teaching-children-mathematics/2015/Vol21/Issue7/%E2%80%9CI-Don_t-Really-Know-How-I-Did-That!%E2%80%9D/
ab: Summary: A “tessellation” is a pattern of geometric shapes that
fulfills three conditions: (1) No gaps exist between the shapes; (2)
The shapes do not overlap; and (3) The pattern can go on forever in all
directions. Tilings (such as tiling a floor) are familiar to children
and provide a rich resource at all grade levels for learning many
different geometric concepts, such as angles and symmetry. This article
examines how to organize open-ended tessellation activities in a way
that supports the mathematical practices and concepts that teachers
want students to learn for geometry. It also looks at the frequently
overlooked importance of paying attention to what children find
aesthetic in such activities. (ERIC)
rv: